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Pupils with Special needs - Collaboration between School and School-age Educare
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0001-7261-590X
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0002-3276-2363
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
2020 (English)In: Social Sciences and Education Research Review, ISSN 2392-9863, Vol. 7, no 2, p. 7-26Article in journal (Refereed) Published
Abstract [en]

As the Swedish governing documents state that the School-age educare should supplement the education in the compulsory school, the support for pupils with special needs could be expected to continue after school at the School-age educare. The purpose of this study is to elucidate how special education teachers in school and teachers at the School-age educare collaborate in the work with pupils in need of special support. A total of 30 teachers participated. The results were analyzed using Bronfenbrenner's ecological model and show that collaboration exists to a limited extent when teaching children with special needs. It is evident in the results that a clearer focus on inclusion is 8desirable and that a collaboration between professions will enable the school-age educare to be a complement to school.

Place, publisher, year, edition, pages
University of Craiova , 2020. Vol. 7, no 2, p. 7-26
Keywords [en]
special needs, school-age educare, collaboration, complement to school
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-101209Local ID: 2020OAI: oai:DiVA.org:lnu-101209DiVA, id: diva2:1528324
Available from: 2021-02-15 Created: 2021-02-15 Last updated: 2022-09-27Bibliographically approved
In thesis
1. Specialpedagogik i Fritidshemmet: Från samlat forskningsläge till pedagogisk praktik
Open this publication in new window or tab >>Specialpedagogik i Fritidshemmet: Från samlat forskningsläge till pedagogisk praktik
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis aims to contribute to research and practice with knowledge aboutspecial education in the activities of School-age Educare. Questions that seekanswers are how special education can be expressed in the activities of theSchool-age Educare and how Special education can be a resource at the SchoolageEducare and supplement the School-age Educare´s pedagogy. According tothe Education Act, students' need for special educational support also includesSchool-age Educare. This thesis consists of four articles. Bronfenbrenner'ssystem theory is used as a tool to synthesize the results. The first article is asystematic literature review. The results show that in an internationalcomparison, the Swedish School-age Educare’s clear connection to sharedgoverning documents with the school appears unique. The second article is asurvey where the results show that students in need of special educationalsupport are highlighted from a school perspective and that teachers in SchoolageEducare and special educators collaborate primarily with a focus onstudents' school situation. The third article highlights how teachers in SchoolageEducare work to promote social inclusion. The results show that teacherssupport students actively participating in their activities. Still, most of the timein the schoolyard, students play without active support from adults, which canrisk students being socially excluded. In the final study, lesson study is used asa model. The results show that teachers in both School-age Educare andcompulsory schools see the potential in the model for developing teaching forall students. The overall results show that teachers in School-age educare needto direct a critical special educational eye toward activities where the students'needs for support are identified. However, the problem should not be placed onthe individual student. Instead, the teachers in School-age Educare shouldknow how School-age Educare promotes and supports all students learning anddevelopment. Based on Bronfenbrenner's theoretical model, the individualbecomes visible and is given support based on their needs in the microsystem.There is support in the mesosystem through teachers' conscious choice ofteaching activities. Teachers in School-age Educare and compulsory schoolscollaborate within the exosystem. Discussing and expressing the school's valuesin all the school organizations in the macro system is necessary.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2022. p. 130
Series
Linnaeus University Dissertations ; 463
National Category
Pedagogy
Research subject
Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-116551 (URN)9789189709355 (ISBN)9789189709362 (ISBN)
Public defence
2022-10-07, Weber, Hus K, Växjö, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2022-09-27 Created: 2022-09-27 Last updated: 2024-03-11Bibliographically approved

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Fälth, LindaLundbäck, Birgitta

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